The Farmer Field School (FFS) approach has been very successful and witnessed a strong expansion in many areas beyond crop production. Notwithstanding this success, the adoption of FFS in national extension often remains problematic and FFS activities have often been implemented in the margin of national institutions with strong reliance on donor funding. The creation of an enabling environment for institutional support is essential for expanding the effort, improving quality, and strengthening impact and continuity of the FFSs.

The importance of agriculture to Mongolia’s economy, and to its rural economy in particular, makes sustainable agricultural development a national priority. The transition from collective socialism to a market economy in the 1990s nearly caused the collapse of the entire agriculture sector. Since privatization, the number of livestock animals, mainly sheep and goats, has increased dramatically, reaching 45.1 million in 2012. This growth in both livestock and crop production was enabled by several factors. Yet investment in research and extension remains very low.

Following their first formation in Indonesia over 25 years ago, Farmer Field Schools (FFS) have served as a “proof of concept” of how transformative learning can help governments, donors and development stakeholders achieve development objectives. The FFS approach, which has now been used in more than 90 countries by more than 12 million small farmers (FAO, 2016), not only creates a space in which the practical needs of smallholders to solve production-related issues can be addressed but also fosters personal and community-level transformation through empowerment.